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Improving Students Speaking Ability Through “Recount Text”at Junior High School

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Judul : Improving Students Speaking Ability Through “Recount Text”at Junior High School
link : Improving Students Speaking Ability Through “Recount Text”at Junior High School

Improving Students Speaking Ability Through “Recount Text”at Junior High School

I.       INTRODUCTION

Speaking might be one of the most difficult skills to teach. Richards and Renandya (2002:104) state that speaking a language is difficult, especially for foreign language learners because effective oral communication requires the ability to use the target language appropriately in social interaction. It happens because students have few opportunities to practice this skill in an authentic setting. They rarely have an opportunity to speak with the native speakers of English or to use English in their daily lives. Thus, in English speaking class, sometimes teachers may find some difficulties to encourage students to speak. When teachers ask them to speak they might be worried to utter the words and they feel shy and embarrassed.

Competency Based Curriculum (CBC) is related to genre or text types (Diknas:2004). Martin in Refnaldi (2005:103) defines that genre is goal oriented and staged social text. This definition is not sufficient enough to define genre regarded with the definition of speaking. Further, Paltridge (2004:2) defines genre is a kind of text. He also mentions some types of genre such as recounts, procedures, reports, narratives, descriptions, expositions, and observation. Each grade of students should master different types of genre.

Thus, in teaching learning process, teachers should create atmosphere of class in which students, would have plenty of opportunities to use targeted genre both in written and spoken form. Consequently, teacher should provide students with such scene which they can practice the genres both in spoken and written forms in their daily basis.

But there is a common phenomena that teachers find some difficulties in the classroom to encourage the students to use spoken English. The students feel afraid to be laughed by their friends and they want to talk in English, they are worried to utter the words because they might ask themselves “ Is it right to say like that ……..? ” or “ Is it okay if I say this or that? ” and so on. Consequently, they just listen to the teacher and rarely speak English.

Moreover, some teacher seems reluctant to teach the speaking skill because some of the reasons. One of it is that teaching speaking involves of linguistics feature like pronunciation, stress, or intonation. Beside some teachers may have difficulties in creating procedure of teaching speaking in their English classroom. This case is not much strange since they might strange since they might not know how to organize teaching speaking based on what determined by CBC.

There are two stages in CBC that teachers should implement in their English classroom, namely oral cycle and written cycle. These two cycles are implemented by using genres targeted by curriculum for each grade. These genres are recount, spoof, narrative, descriptive, report, explanation, News Item, anecdote, review, hortatory exposition, analytical exposition, etc (Diknas, 2004). Consequently teachers should use these genres to improve the students’ language mastery.

II.    REVIEW OF RELATED LITERATURE

A.     The Nature of Speaking

Speaking might be the oldest form of communication in which people share their ideas, thought and feeling by using this such form. Mostly people convey what they want to by using spoken from. Brown in Florez (1999:10) defines speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Finegan in Takagaki (1977:16) says that speaking has such channels as intonation, voice pitch and gestures to convey information. Further Takagaki adds that speaking occurs in face channel and it tends to rely on the context of the interaction. Its form and meaning depend on the context in which it occurs including the participants themselves, their collective experiences, the physical environment, and the purpose for speaking (Webster, 2005).

According to Richards and Renandya (2002:201) the ability to speak a second or foreign language well is a very complex task if we understand the nature of what appears to be involved. They also say that speaking is used for many different purposes and each purpose involves different skills. For example :

1.      When we use casual conversation, the purpose is to make social contact with people or to establish rapport.

2.      When we engage in discussion with someone, the purpose is to seek or express opinions.

Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistics competence), but also that they understand when, why, and in what ways to produce language (sociolinguistics competence). Beside this language skill requires strategic competence; the way learners manipulate language in order to meet communicative goals (Shumin, 1997). Strategic competence refers to the ability to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation, and how to clear up communications breakdown as well as comprehension problem (Shumin, 1997).

B.     The Nature of Teaching Speaking

The goal of teaching speaking skill is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

Scrivener (2005 : 146) states that teaching speaking is a lesson in which you and the learners mainly talk together, so the learners will get a chance become more fluent and confident. Fluency means the ability to converse with others, much more than the ability to read, write or comprehend oral language.

Shortly, in the class between teacher and learners must be communication and teacher have to make atmosphere of class conducive so the learners have ability to speak English.

Speaking lesson can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teachers can use the preparation step to establish a context for the speaking task and to initiate awareness of the speaking skill to be targeted. In presentation the teacher can provide learners with a reproduction model that furthers learner comprehension and helps them to become more attentive observers of language use. Practices involves learners in reproducing the targeted structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. Finally extension consists of activities that ask learners to use strategy or skill in a different context or authentic communication situation, or to integrate use of the new skill or strategy with previously acquired ones (Shumin, 1997).

Similarly with the above steps of steps of teaching speaking, Hammond in Webster (2005) purposes the teaching learning cycle. This teaching learning cycle will be appropriately implemented if  English teacher wants the students to master the targeted language in spoken form. The cycle consists of four stages, namely:

1.      Stage 1 : Building Knowledge of the Field (BKOF). In this stage learner discuss the field tenor and mode features of oral presentation.

2.      Stage 2 : Modeling of the Text (MOT). Teacher gives model oral presentation to the class, learners then analyze staging.

3.      Stage 3 : Joint Construction of the Text (JCOT). Learners work together on developing their talks in this stage.

4.      Stage 4 : Independent Construction of the Text (ICOT). Learners give the presentation of targeted genre in spoken form.

C.     The Nature of Recount

Recount is one of genre that is studied by students from grade seven to grade nine in Junior High School. According to Derewianka (1990 : 14) a recount is the unfolding of a sequence of events over time. In this text, we are using language to keep the past alive and help us to interpret experience. He adds that there are some types of recount, namely :

1.      Personal recount

In this type of recount, the students / the speakers can retell an activity that they have been personally involved in we can use it in oral anecdote, diary entry.

2.      Factual recount

At this factual recount, the students / the speakers record the particulars of an incident. We can find it in report of a science experiment, police report and historical account.

3.      Imaginative recount

This type of recount the students / speakers can take on an imaginary role and giving details of events.

He also says that the purpose of the recount is to tell what happened. It means that recount is used to tell activities or events that happened in the past.

In this book, Derewianka explains that the organization of the recount text is :

a.       Orientation is giving the reader / listener the background information needed to understand the text (e.g. who was involved, where it happened, when it happened)

b.      Events are ordered in a chronological sequence.

c.       Reorientation is personal comment (e.g. we had a wonderful time).

Meanwhile Seaton (2006 : 1) says that the purpose of a recount is to list and describe the past experience by retelling events in the orders in which they happened (chronological order), and he divides the basic structure of a recount into three parts, namely :

1.      The setting or orientation is background information answering who, when, where and why ?

2.      Events are identified and described in chronological order.

3.      Concluding comment express a personal opinion regarding the events described.

Seaton also explains that the recount has a title, which summarizes the text. It use past tense verbs and frequent use is made of word which link events in time, such as next, later, when, then, after, before, first. It describes events, and plenty of use is made of verbs (action words), and of adverbs (which describe or add more detail to verbs).

III.  DISCUSSION

A.     Teaching Speaking by Using “Recount Text”

In competence Based Curriculum teachers apply scaffolding to the two cycles, namely oral cycle and written cycle. There are four stages in this two cycles, namely : Building Knowledge of the Field (BKOF), Modeling of Text (MOT), Joint Construction of Text (JCOT) and Independent Construction of Text (ICOT). Feez in Rozimela (2005 : 177) states that the process  of learning is a series scaffold development stages. On the other word, teachers help the student in teaching learning process.

These are some examples of activity doing in each stage of oral cycle. There are other possibilities that other English teachers find other ways in implementing each stage in oral cycle.

1.      Building Knowledge of the Field (BKOF)

The aim of this stage is to build background knowledge of students. It can be given by showing pictures, using real object, realia, brainstorming etc. teacher asks students to participate by asking some questions related to one of the objects that is used, and the students will answer the questions. So between teacher and students have conversation. In this stage, the teacher explains about parts of speech that involved in, like nouns, verbs, adverbs, etc. he / she can do it by using real object, realia or stick figures. In Building Knowledge of the Field, the teacher also talk about lexicogrammatical features and generic structure that related to the topic being discussed.

2.      Modeling of Text (MOT)

In this stage, teacher introduces models of text by reading in front of the class. He / she reads the text one or more than one time. After that he / she will ask some question, especially related to the text. The students will answer the question orally. Between teacher and students have conversation. Here is example how “recount text” is used in this stage.

3.      Joint Construction of Text (JCOT)

Joint Construction of Text is stage in which the teacher asks the students to sit in pairs or in groups, because they will have class discussion. In this stage, the teacher leads the students in constructing dialogue and also in reporting the groups work. Here they can share their idea, and their background knowledge in the groups in order to construct dialogue. While the students are working in groups, the teacher should lead them. So between teacher and students there is collaboration. After that, the teacher will ask each group to report it in front of the class. In reporting their work, the teacher must pay attention to how the students pronounce the words and also to intonation.

4.      Independent Construction of Text (ICOT)

The final stage is the teacher leads students to create a text about their experience individually. Teacher suggests to students to use knowledge that they have gotten on previous stage. After the texts have been finished, students present in front of the class without looking at the text, so they have to memorize it. While the students presenting their work, teacher must be pay attention to pronunciation, structure, vocabulary, grammar.

B.     The Advantages of Using “Recount Text” in Teaching Speaking

“Recount text” belongs to an easy text because schematics structure provides students what to come, for example : orientation provides in which a starting point for the story about to be talked, event provides students which students can anticipate what is to come in next stages.

Recount provides students authentic atmosphere on factual genre. Through recount be hold casual conversation that mostly talk about themselves, what they did, how they feel, and what they think.

It would be good start for SMP students, the study genre by using recount genre first. The beginning students of English can able to use simple form of recount and to understand the structure of other genres. Thus, recount will build students awareness about other genres.

Recount is personal. They typically comprise an activity sequence, most sequence in chronological order and use the past tense. So, it would be a great source for the students to teach past tense without forcing students to focus on each form.

IV. CONCLUSION AND SUGGESTIONS

A.     Conclusion

Recount can improve students’ speaking ability for it is known as the text that is potential to improve students’ speaking ability. Students can retell their experiences in the past records. In order students can master this genre, teacher is suggested to use oral cycle which divided into four stages namely Building Knowledge of the Filed, Modeling of the Text, Joint Construction of the Text and Independent Construction of the Text.

B.     Suggestion

English teacher must create other effective ways in which students have motivation in learning spoken English. Therefore, it is better for the teacher to use recount text in teaching speaking in the classroom.

BIBLIOGRAPHY

Derewianka, Beverly. 1991. Exploring How texts Work. Rozelle: Primary English Teaching Association

Diknas. 2004. Materi Pelatihan Teritegrasi Bahasa Inggris. Jakarta

Diknas. 2004. Pembelajaran teks Recount. Jakarta

Paltridge, Brian. 2001. Genre and the Language Learning Classroom. Michigan: The University of Michigan

Refnaldi. 2005. The Power of Power Point in Genre Based Teaching (Unpublished Paper). Padang: Universitas Negeri Padang

Richards, Jack C, and W.A. Renandya. 2002. Methodology in Language Teaching an Anthology of Current Practice. New York. Cambridge

Rozimela, Yenni. 2005. Exploring of the Genre-Based Teaching (Unpublished Paper) Padang: Universitas Negeri Padang

Scrivener, Jim. 2005. Learning Teaching: A Guidebook for English Language Teachers. New York: Macmillan

Seaton, Andrew. 2006. The recount genre. Retrieved from: http://www.andrewseaton.com.au/greecount.htmon July 30thj, 2006

Shumin, Kang. 1997. Factor to Consider Developing Adult EFL Students’ Speaking Abilities. English Teaching Forum. Vol. 35 no. 3 July- September 1997

Takagaki, Toshiyuki. 1997. The Facilitative Role of Written Language in Speaking. Using Writing Activities to Improve L2 Speaking. English Teahing Forum. Vol. 35 no. 1, July-September 1997

Webster, Fiona. 2003. A Genre Approach to Oral Presentations. Online. http://lang.nagoya.u.ac.jp/~webster.htmAccessed on August, 4^th 2006

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